Do cooperative learning and family involvement improve variables linked to academic performance?

  1. Miguel A. Santos Rego 1
  2. María José Ferraces Otero 1
  3. Agustín Godas Otero 1
  4. María del Mar Lorenzo Moledo 1
  1. 1 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

Revista:
Psicothema

ISSN: 0214-9915

Ano de publicación: 2018

Volume: 30

Número: 2

Páxinas: 212-217

Tipo: Artigo

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Outras publicacións en: Psicothema

Resumo

Background: One of the most serious problems in the Spanish education system is the high percentage of school failure in Compulsory Secondary Education. The aim of this study is to analyze the influence of a socio-educational program based on cooperative learning and family involvement on a series of variables related to academic performance, paying particular attention to the differences between retained and non-retained students. Methodology: A two-group quasi-experimental design incorporating pre-testing and post-testing was used. The study involved 146 students in the experimental group and 123 in the control group, 8 teachers, and 89 parents or other family members. Results: The program was observed to have a positive effect on self-image, study habits, satisfaction with the subject, maternal support and control, and opinions about the school. In addition, the results for non-retained students are better. Conclusion: Cooperative work and family involvement in education affect the variables which research links to improving school performance.

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Información de financiamento

This work was supported by the research project subsidized through publication of a competitive call by Government of Galicia-Xunta de Galicia (Spain) “Design and assessment of a program aimed at the improvement of academic performance of immigrant students” (2011-2014) (10SEC214042PR).

Financiadores

    • 2011-2014

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Fonte de datos: Dialnet